Ricardo José Moura

2004-2016 Psychology Federal University of Minas Gerais, Belo Horizonte, Minas Gerais, Brazil 
 2016- Psychology University of Brasília, Brasília, Distrito Federal, Brazil 
Learning Disabilities, Neuropsychological Development
"Ricardo Moura"
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Salvador LS, Moura R, Ferreira FO, et al. (2019) The Mini-Mental Examination for Children (MMC): Evidence of validity for children with learning difficulties. Dementia & Neuropsychologia. 13: 427-435
Moura R, Andrade PMO, Fontes PLB, et al. (2017) Mini-mental state exam for children (MMC) in children with hemiplegic cerebral palsy. Dementia & Neuropsychologia. 11: 287-296
Fontes PL, Cruz TK, Souto DO, et al. (2016) Body representation in children with hemiplegic cerebral palsy. Child Neuropsychology : a Journal On Normal and Abnormal Development in Childhood and Adolescence. 1-26
Nunes-Silva M, Moura R, Lopes-Silva JB, et al. (2016) Examining pitch and numerical magnitude processing in congenital amusia: A quasi-experimental pilot study. Journal of Clinical and Experimental Neuropsychology. 1-18
Lopes-Silva JB, Moura R, Júlio-Costa A, et al. (2016) What Is Specific and What Is Shared Between Numbers and Words? Frontiers in Psychology. 7: 22
Moura R, Lopes-Silva JB, Vieira LR, et al. (2015) From "five" to 5 for 5 minutes: Arabic number transcoding as a short, specific, and sensitive screening tool for mathematics learning difficulties. Archives of Clinical Neuropsychology : the Official Journal of the National Academy of Neuropsychologists. 30: 88-98
Lopes-Silva JB, Moura R, Júlio-Costa A, et al. (2014) Phonemic awareness as a pathway to number transcoding. Frontiers in Psychology. 5: 13
Fontes PLB, Moura R, Haase VG. (2014) Evaluation of body representation in children with hemiplegic cerebral palsy: Toward the development of a neuropsychological test battery Psychology and Neuroscience. 7: 139-149
Moura R, Wood G, Pinheiro-Chagas P, et al. (2013) Transcoding abilities in typical and atypical mathematics achievers: the role of working memory and procedural and lexical competencies. Journal of Experimental Child Psychology. 116: 707-27
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